Educational Administration Quarterly最新文献_第8页

The Correlation between Social Justice Leadership and Student Alienation 社会公正领导与学生异化的关系

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-10-18 DOI: 10.1177/0013161X211047213

Suzan Canlı, H. Demirtaş

{"title":"The Correlation between Social Justice Leadership and Student Alienation","authors":"Suzan Canlı, H. Demirtaş","doi":"10.1177/0013161X211047213","DOIUrl":"https://doi.org/10.1177/0013161X211047213","url":null,"abstract":"Purpose This study aimed to investigate the correlation between social justice leadership levels of school principals and school alienation levels of students in Turkey. Furthermore, it investigated the students’ perceptions about social justice leadership and alienation from school and whether there were significant differences based on gender, socioeconomic status and student grade levels. Research Methods The study sample included 493 high school students assigned with the cluster sampling method. The “Social Justice Leadership Scale” and “Student Alienation Scale” were used in the study to collect the data. Descriptive statistical analysis, t-test, one-way analysis of variance, correlation analysis and multiple linear regression analysis were conducted to analyze the data. Findings It was determined that there were significant differences between student perceptions on school alienation and social justice leadership of school principals based on the school's socioeconomic level, and the student's gender and grade level. There was a significant negative correlation between school alienation and social justice leadership. It was found that social justice leadership was a significant predictor of alienation from school and explained about 23% of the total variance in alienation from school. Implications Based on the study findings, it was concluded that exhibition of social justice leadership behavior by school principals decreased school alienation levels among the students. The level of school alienation of the students attending schools where principals exhibit social justice leadership behavior is expected to be lower.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41871270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Homeward Bound? Rural Principal Hiring, Transfer, and Turnover Patterns in Texas 回家？得克萨斯州农村校长的聘用、调动和流动模式

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-10-18 DOI: 10.1177/0013161X211045920

A. Pendola, E. Fuller

引用次数: 0

The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective 变革型领导在教学领导对教师专业学习和教学实践的影响中的调节作用:一个综合领导视角

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-08-16 DOI: 10.1177/0013161X211035079

M. Bellibaş, A. Kılınç, Mahmut Polatcan

{"title":"The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective","authors":"M. Bellibaş, A. Kılınç, Mahmut Polatcan","doi":"10.1177/0013161X211035079","DOIUrl":"https://doi.org/10.1177/0013161X211035079","url":null,"abstract":"Aim: While integrated leadership has received significant scholarly attention in the past decade, most existing research in this vein has focused on its impact on student achievement and often dismissed how it might be related to instructional practices, which are at the center of many school reforms. In this research, we examined the relationship between integrated leadership and teacher professional learning and teacher practices in Turkey, where educational policy makers have recently introduced several school reform initiatives. More specifically, we aimed to examine the moderating function of transformational leadership in the relationship between instructional leadership and teacher practices, with an emphasis on the mediating role of teacher professional learning. Research Design: We conducted this study with a cross-sectional design and moderated mediation model. Data collected from 616 teachers working in a mix of primary and secondary schools in Turkey were analyzed using structural equation modeling and bootstrapping tests. Findings: We found evidence that transformational leadership acted as a moderator of the indirect effect of principal instructional leadership on teachers' instructional practices through teacher professional learning. Implications: This study adds to the accumulated body of knowledge on the effects of school leadership by concluding that the effect of instructional leadership on teacher learning and practice is contingent upon the extent to which principals enact transformational leadership. School principals who adopt a more comprehensive leadership approach that combines instructional leadership and transformational leadership practices can maximize their effects on student achievement through teacher learning, and better address the ever-growing demands of educational reforms.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43436504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Red for Ed Teacher Movements: Exploring Roles and Symbols in the Politics of the Superintendency 红色教师运动：探知督学政治中的角色与象征

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-08-16 DOI: 10.1177/0013161X211034485

Michael A. Szolowicz, R. Aaron Wisman

引用次数: 1

Searching for Amistad in Two School Districts: A Case Study of Black History Curriculum Implementation in New Jersey 在两个学区寻找黑人历史:以新泽西州黑人历史课程实施为例

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-08-09 DOI: 10.1177/0013161X211026962

Kevin L. Clay, Nora C. R. Broege

{"title":"Searching for Amistad in Two School Districts: A Case Study of Black History Curriculum Implementation in New Jersey","authors":"Kevin L. Clay, Nora C. R. Broege","doi":"10.1177/0013161X211026962","DOIUrl":"https://doi.org/10.1177/0013161X211026962","url":null,"abstract":"Background: Over the past 30 years, much debate has been produced about improving the quality and caliber of curriculum taught to public school students. Less prominent in these discussions has been the content of Black history and culturally relevant curriculum. Many states and districts assume they are adequately including these experiences through theme months (i.e., Black History Month) or single school days dedicated to workshops on diversity and equity. Unlike most states, the State of New Jersey has legislated the inclusion of Black history education through the enactment of the Amistad Legislation. In doing so it stands out among its peers, but has this legislation actually enacted curricular change? Research Design: We engage a decoloniality framework in this exploratory case study of two districts, describing how each is interpreting Amistad, the processes they subsequently implement, the curricular results, and if/how these attempts address dominant Eurocentric frames essential to the project of coloniality. Findings: We find that simply following the legislation itself does not result in a great deal of reform. The districts we profile, rather than follow the vague dictum of Amistad, opt to follow the “spirit” of the law. The result is clear curricular reform and district-level changes. Our cases present interesting points of discussion as they are at two distinct points on the spectrum of implementation—one having already established a well-regarded curriculum, the other in the early stages of reform. Despite this, administrators in each express the value of Amistad for their students, faculty, and communities.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48623748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Somali Immigrant Mothers’ Experiences of School Engagement: Implications for School Leaders 索马里移民母亲的学校参与经历：对学校领导的启示

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-08-04 DOI: 10.1177/0013161X211033555

Nimo M. Abdi

{"title":"Somali Immigrant Mothers’ Experiences of School Engagement: Implications for School Leaders","authors":"Nimo M. Abdi","doi":"10.1177/0013161X211033555","DOIUrl":"https://doi.org/10.1177/0013161X211033555","url":null,"abstract":"Purpose: This critical phenomenology study examines the experiences of Somali mothers’ involvement with an urban school in London, United Kingdom. Specifically, the study explores Somali mothers’ experiences and responses in navigating the coloniality of gender discourses imbedded in school structure and culture. The research questions that guided the study concerned the gender-based tools that Somali mothers use to navigate the school structure and culture and how school leaders can recognize and tap into parental knowledge and ways of being to serve these communities. Methods: This study is based on the stories of five Somali immigrant mothers. Data collection included focus groups, field memos, site observations, and school archival data. Data were analyzed through hermeneutic interpretation of whole-part-whole. Findings: Somali mothers use three important elements—identity, resistance, and traditions—to respond to coloniality of gender in school as they negotiate tensions between the Somali conception of motherhood and western notions of gender. The findings emphasize the practices rooted in Indigenous Somali culture and gender roles as assets. Implications: This research argues that the matripotent leadership practices of Somali mothers can inform theory, practice, and policy, as these practices offer a more collective and humanizing approach to leadership centered in ideals connected to a non-Western conception of motherhood, gender, and gender dynamics.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X211033555","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48144455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Principal Turnover: Using Teacher-Assessments of Principal Quality to Understand who Leaves the Principalship 校长更替:利用教师对校长素质的评估来了解谁离开了校长职位

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-04-24 DOI: 10.1177/0013161X211011235

Aliza N. Husain, Luke C. Miller, Daniel W. Player

{"title":"Principal Turnover: Using Teacher-Assessments of Principal Quality to Understand who Leaves the Principalship","authors":"Aliza N. Husain, Luke C. Miller, Daniel W. Player","doi":"10.1177/0013161X211011235","DOIUrl":"https://doi.org/10.1177/0013161X211011235","url":null,"abstract":"Purpose: The purpose of this article is to estimate the relationship between principal quality and turnover. Principals can have potentially large effects on student outcomes. When school leaders leave their roles, they cause disruptive effects to the school’s climate. If effective principals are more likely to leave, the negative effects of principal turnover are likely exacerbated. Relatively little, however, is known about the quality of principals who leave the principalship. Research design: We use teachers’ perceptions of their principals as a measure of principal quality to understand the quality of principals who leave schools. We address this research question in New York City public schools from 2013 to 2016, and then replicate it at the national level using the Schools and Staffing Survey data from 2008 to 2012. To understand how principal quality relates to principal turnover, we run linear probability regressions of principal exits on (teacher-assessed) principal quality, controlling for a set of teacher, principal, school, district/state, and time characteristics. Findings: We find that higher quality principals are less likely to leave their schools. This finding persists across school contexts and time, lending robustness to our results. Conclusions: Findings suggest that inasmuch as principal turnover is a concern, it is not driven by higher quality principals. Districts should therefore focus on recruiting more higher quality principals as opposed to focusing on reducing overall principal turnover. Moving forward, research should focus on differential attrition patterns so that efforts to retain principals can be better targeted.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2021-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X211011235","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41308710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Performance, Process, and Interpersonal Relationships: Explaining Principals’ Perceptions of Principal Evaluation 绩效、过程与人际关系:解释校长对校长评价的看法

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-04-24 DOI: 10.1177/0013161X211009295

J. Nelson, Jason A. Grissom, Margaux L. Cameron

{"title":"Performance, Process, and Interpersonal Relationships: Explaining Principals’ Perceptions of Principal Evaluation","authors":"J. Nelson, Jason A. Grissom, Margaux L. Cameron","doi":"10.1177/0013161X211009295","DOIUrl":"https://doi.org/10.1177/0013161X211009295","url":null,"abstract":"Purpose: Multiple-measure principal evaluation systems have become commonplace in the past decade, but we do not know how principals perceive their evaluations under these regimes. This study analyzes how principals perceive evaluation in a state that was an early adopter of such a system. It describes how attitudes are explained by individual and contextual factors, performance ratings, and elements of the evaluation process. Research Methods: Using data from a statewide survey of Tennessee principals in three consecutive school years, we create an index of principal evaluation perceptions of evaluation, then employ regression analysis to predict principals’ attitudes with measures gleaned from survey and administrative data sources. Findings: High school and veteran principals have more negative views of their evaluations. Practice ratings from the principal’s supervisor, though not the overall evaluation score, are positively correlated with attitudes. Principals assigned ratings more often view evaluation more positively, even accounting for their rating, as do principals who have worked longer with their evaluator. We find no evidence that racial or gender matching between principals and raters leads to more positive perceptions, and in fact Black principals may perceive evaluation more negatively when their evaluator is Black. Implications: Our results suggest some directions for states and districts seeking to make evaluation more meaningful for principals. Principals appear to value both frequency of feedback and consistency in raters over time. These factors may be especially important for low-rated principals, veteran principals, and those in secondary schools, who may perceive less value from principal evaluation.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2021-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X211009295","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47084616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Linking Student Outcomes to School Administrator Discretion in the Implementation of Teacher Observations 将学生成绩与学校管理者在实施教师意见时的自由裁量权联系起来

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-04-02 DOI: 10.1177/0013161X211003134

Seth B. Hunter, April Ege

{"title":"Linking Student Outcomes to School Administrator Discretion in the Implementation of Teacher Observations","authors":"Seth B. Hunter, April Ege","doi":"10.1177/0013161X211003134","DOIUrl":"https://doi.org/10.1177/0013161X211003134","url":null,"abstract":"Purpose: Many studies have explored school administrator discretion in the implementation of teacher evaluation and observation systems. However, we are unaware of any studies that quantitatively link discretionary administrator behaviors to student outcomes. The purpose of this study was to (a) explore the determinants of observations arising from administrator discretion and (b) explore the extent to which “discretionary observations” were associated with average student achievement scores and disciplinary offenses. Method: We applied multilevel modeling to 3 years of teacher panel data from more than 80% of Tennessee school districts. Findings: Observable characteristics, differences between schools each year, and teacher traits explain more than 80% of the variation in discretionary observations; teacher prior-year observation and composite effectiveness scores were the strongest predictors. No evidence suggested that average student achievement scores or behavior suffered among teachers who received fewer observations than assigned by policy. Average student achievement scores rose among teachers receiving supplementary observations compared with the years when they received the policy-prescribed number. Implications for Research and Practice: Quantitative research can substantially control for discretionary observations using multilevel modeling. Observers might be encouraged to not observe high-performing teachers more than what is prescribed by policy. Observers seemingly deviate from observation policy in ways that do not increase office referrals and may improve student achievement.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X211003134","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46191874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Practicing Parental Involvement: Heterogeneity in Parent Involvement Structures in Charter and Traditional Public Schools 实践家长参与:特许学校和传统公立学校家长参与结构的异质性

IF 3.3 2区教育学

Educational Administration Quarterly Pub Date : 2021-02-10 DOI: 10.1177/0013161X21990431

R. Boylan, Amy L. Petts, L. Renzulli, T. Domina, Brittany Murray

{"title":"Practicing Parental Involvement: Heterogeneity in Parent Involvement Structures in Charter and Traditional Public Schools","authors":"R. Boylan, Amy L. Petts, L. Renzulli, T. Domina, Brittany Murray","doi":"10.1177/0013161X21990431","DOIUrl":"https://doi.org/10.1177/0013161X21990431","url":null,"abstract":"Purpose: This study examines differences in the mechanisms that charter schools and traditional public schools use to facilitate parental school involvement and the degree to which these differences account for the high levels of involvement among charter school parents. Data and Research Methods: We merge data from principals and teachers from the nationally representative Schools and Staffing Survey and National Teacher and Principal Survey with nonprofit tax data from the National Center for Charitable Statistics. We use ordinary least squares regression to explain how charter and traditional public schools involve parents in communal, public-good activities, and individualistic, private-good activities within schools. Findings: Charters are less likely than traditional public schools to use bureaucratic structures, like parent–teacher organizations, and more likely to use nontraditional and less bureaucratic structures, like parent workshops and compacts. The use of such structures mediates a portion of the charter advantage; however, they only partially explain the association between being a charter and parent involvement. Additionally, we find some of the outreach structures that are most common in charter schools, including compacts, are also more strongly associated with parent involvement in charter schools than in traditional public schools. Implications: While charters have more public-good and private-good parent involvement than traditional public schools, our results suggest that the uncritical adoption of outreach strategies from one sector to another is unlikely to result in equal gains in parental involvement.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X21990431","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44367954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0